OECD/Japan Seminar
- Japan’s Educational Reform for 2030 -
Kan Hiroshi SUZUKI
Special Advisor to the Minister of Education,
Culture, Sports, Science and Technology(MEXT)
(Chief Policy Officer) 10 December 2015
The features Japanese Education and its change towards 2030
○The features of Japanese National Curriculum Standards ・Comprehensive Lessons + Integrated Studies（総合的な学習の時間）
・Special Activities（特別活動) ・Club Activities（クラブ活動）
○The Importance of PBL（Project Based Learning） ・Persons concerned, ・Conflict , Dilemma , Trade off ・Collaboration with “role models” EX：OECD Tohoku School⇒Establishment of Futaba Future School
○Graduation from “Modern Society”（“卒”近代） ・Civilization of Mass Production, Mass Consumption, Mass Disposal ・Definition of “Happiness，Ｗｅｌｌ Ｂｅｉｎｇ” has changed ・The advent of AI and Robots has dramatically changed the task and
will have created new role as civil
２１ＣＥＮＴＵＲＹ
• Ｉｎｔｅｒｎｅｔ ｏｆ Ｔｈｉｎｇｓ ，Ａｒｔｉｆｉｔｉａｌ Ｉｎｔｅｌｌｉｇｅｎｃｅ，Ｒｏｂｏｔｉｃｓ • Ａｃｃｅｒａｌａｔｉｏｎ ｏｆ Ｕｎｃｅｒｔａｉｎｔｙ， • Ｃａｐａｂｉｌｉｔｙ ｔｏ Ｓｕｖｉｖｅ ｏｖｅｒ Ｕｎｅｘｐｅｃｔａｔｉｏｎ • Ｃｏｍｐｌｅｘｉｔｙ ， Ｄｉｖｅｒｓｉｔｙ • Ｄｉｌｅｍｍａ，Ｃｏｎｆｌｉｃｔ，Ｔｒａｄｅ ｏｆｆ • • Ｃｆ．Ｐｒｏｆ ＫＡＴＡＤＡ Ｇｕｎｍａ ＵＮＩＶ．Ｄｉｓａｓｔｅｒ Ｅｄｕｃａｉｏｎ
– Ｄｏｎｔ ｄｅｐｅｎｄ ｔｏｏ ｍｕｃｈ ｏｎ Ｍａｎｕａｌ – Ｄｏ ｔｈｅ ｂｅｓｔ ｗｉｔｈｏｕｔ ｆｅａｒｉｎｇ ｍｉｓｔａｋｅ – Ｔａｋｅ ｔｈｅ ｌｅａｄ ｗｉｔｈｏｕｔ ｗａｉｔｉｎｇ ｉｎｓｔｒｕｃｔｉｏｎ
↓ ↓ Ｊｕｄｇｅ（Ｔｒｕｅ Ｇｏｏｄ Ａｓｅｔｈｔｉｃ） Ｄｅｌｉｂｅｒａｔｉｏｎ Ｃｏｍｍｕｎｉｃａｔｉｏｎ，Ｃｏｌｌａｂｏｒａｔｉｏｎ，Ｃｒｅａｔｉｏｎ Collaborative Creative Artwork Collaborative Problem Solving Global Competency
OECD/Japan Joint Initiative Project
OECD International Working Group 2030 OECD Member States’ Multilateral Framework
(including Japan)
Policy Dialogue
Joint Research （Tokyo Gakugei University）
Creative Innovation Schools 2030
Deep Learning Project (1,000 schools project)
Other efforts and implementations
Knowledge sharing
OECD Education 2030 Project
4
OECD/JAPAN JOINT RESEARCH AND DEVELOPMENT OF NEXT-GENERATION TEACHING APPROACHES
Tokyo Gakugei University in collaboration with the OECD
Competency Survey
Critical thinking
Problem solving
Collaboration Communication Forethought
Mind to love
Acceptance, sympathy, and
respect
Mind to mutual cooperation
Awareness of better society
Curiosity and inquisitive mind
Sensitivity, expression, and creativity
Meta cognition
Aspiration
Mind trying to be right
Ability to overcome difficulties
Skills
Emotional qualities
Interviews Notebooks Blackboards Class Videos Integrated Videos for
Practice Examples
Competencies developed in Japanese subject educations. (Survey from 18 pedagogists and 500 teachers)
Various Data and Practice Examples
Project Overview
5
Competencies developed in Japanese subject educations. (Survey from 18 pedagogists and 500 teachers)
Skills
• Problem solving
• Critical thinking
• Collaboration
• Sensitivity, expression, and creativity
• Communication
• Forethought
• Meta cognition
Emotional qualities
• Curiosity and inquisitive mind
• Mind to love
• Mind to mutual cooperation
• Acceptance, sympathy, and respect
• Awareness of better society
• Ability to overcome difficulties
• Aspiration
• Mind trying to be right
Innovative Schools Field Practice & Research
9
Research Head
Research Coordinator
Curriculum Research Team
Tokyo Uni. Supervisor Team
Assessment Research Team
OECD Education2030
Tohoku C
luste
r (F
ukush
ima U
ni)
Germ
any
(TBC)
Hiro
shim
a
Clu
ste
r (H
irosh
ima
Pre
fectu
ral B
oE)
Haw
aii/U
SA
Wakayam
a
Clu
ster
(Hid
aka H
S)
Turk
ey
（MEF)
Fukui C
luste
r
（TBC)
Kose
n C
luste
r (N
atio
nal
Institu
te o
f te
chnolo
gy)
Secretariat Office
MEXT/OECD Joint Project
Sin
gapore
（TBC)
Canada
（TBC)
collaboration
Custer Local Researchers
Think Green Go Global Skills・Migration tbc tbc
Clusters which proceed global project based learning are being organized.
Domestic and international researchers work on researches based on field evidence.
※ A school in Estonia has decided to participate in ISN.
※ We are exploring the possibilities of participation of schools in France.
Philip
pin
es
Japan Innovative Schools Network supported by OECD
育成すべき資質・能力の三つの柱
思考力･判断力・表現力等
10
どのように社会・世界と関わり、 よりよい人生を送るか
何を知っているか 何ができるか
個別の知識・技能
知っていること・できる ことをどう使うか 思考力･判断力・表現力
等
主体性･多様性･協働性 学びに向かう力 人間性 など
学習評価の充実
カリキュラム・マネジメントの充実
どのように学ぶか （アクティブ・ラーニングの視点か
らの不断の授業改善） 「確かな学力」「健やかな体」「豊かな心」を単独でとらえるのではなく、統合的にとらえて構造化することを目指す
英訳あり H27.6-No10
What we know What we can do
How we use what we know and what we can do
How we engage in the society and the world, and live a better life
11
How we learn
Importance of “Active Learning”
Ａｃｔｉｖｅ Ｌｅａｒｎｉｎｇ
Ｃｕｒｉｃｕｌｕｍ Ｍａｎａｇｅｍｅｎｔ
Examples of “Active Learning” in high schools
Experiential learning in “challenge schools”
Collaborative learning (jigsaw method)
Inquiry-based learning in Super Science High Schools
Inquiry-based learning in Super Global High Schools
Utilization of ICT Project-based learning in vocational high schools
Global Inquiry
Students investigate current situations and problems of the local industry and traditional crafts in Japan and abroad, and explore the possibility of a global expansion.
The foundation of critical thinking, judgement, and practical communication skills is developed.
Students record the process and the course of chemical experiments and observations using tablet PCs. They are used to communicate, compare and share the results.
World History
One theme are divided into plural viewpoints, and each group in charge of each viewpoint gives an explanation. The explanations are integrated through discussion to find out a better answer. The process leads students deeper understanding.
Life Practice
Students learn how to protect themselves from crime, skills of writing letters of thanks and traditional etiquette.
Knowledge and skills necessary to live independently are acquired through solving problems in everyday life.
Frontier Science Ⅰ･Ⅱ･Ⅲ
<Cycle of a unit> Preparation → Field work, Lecture → Inquiry activities → Presentation and Evaluation
Logical thinking, creativity and originality, ability inquire scientifically and skills to express are developed.
To achieve low-cost and year-round cultivation of vegetables, students conduct joint research on “no-heating cultivation of winter vegetables” by using solar thermal energy and improving the soil with the use of biomass materials. Students also did harvesting and sale of vegetables.
Jigsaw
[ Knowledge construction-type jigsaw ]
method Expert
Certain parts
Different parts Slightly more
different parts
Three parts are utilized
in an integrated manner
in their approaches to
the question. Question to be answered
12
1) To articulate each subject and effectively organize the curriculum without isolating the individual subjects.
2) To establish a cycle of management: organization , implementation, evaluation, and improvement of the curriculum.
3) To utilize various resources such as local support staff, ICT facilities, etc., and effectively combine them with the educational content.
13
Three aspects of “Curriculum Management”
Various abilities acquired in the context of each subject
14
Interrelation between studies in Subjects and Integrated Studies
Generic competencies that can be used in the various context of the real world
Cross-curricular learning through the Integrated Studies
School
World
1st Year
Diploma Policy
Curriculum Policy
Admission Policy
Ｈｉｇｈ Ｓｃｈｏｏｌ
The Reform of Japanese Entrance Examination Systems
National Curriculum Standards
University
Ｅｎｔｒａｎｃｅ Ｅｘａｍｉｎａｔｉｏｎ
Evaluate the portfolio of student work
The plan clarifies the schedule and priority policies that should be tackled by the Ministry of Education, Culture, Sports, Science and
Technology from the perspective of implementing high school-university partnership reform in a definitive manner based on the high school-
university partnership report. It was announced in January 2015 by the minister of education, culture, sports, science and technology.
High School-University Partnership Reform Plan (January 16, 2015) Outline of Plan
Specific Policies
1 Reform of individual selection
by each university
○ Legal amendment to advance reform of individual selection (to be done FY 2015)
○ Revision of items to implement for university admissions (to be implemented in
stages beginning FY 2015)
○ Clarify admissions policy (Collection of examples during FY 2014; creation of
guidelines during FY 2015)
○ Financial measures to advance reform of individual selections (move forward,
consider financial measures, and put together specific policies by the summer of 2015)
2 Implement Test of Basic High
School Proficiency and Test to
Evaluate those Wishing to Enter
University
○Aim to begin the Test of Basic High School Proficiency in FY 2019 and the Test to
Evaluate those Wishing to Enter University in FY 2020, then deliberate in a systematic
manner while using the knowledge of experts.
○ Establish an agency to administer the new tests (to be established in FY 2017)
3 Reform of High School
Education
○ Evaluate diversified learning activities and achievements (Revise student records
and investigative report in FY 2016)
○Overhaul the official Courses of Study national curriculum(Report during FY 2016)
4 Reform of University Education
○ Qualitative transformation of university education (change system during FY
2015) ○ Promote the ascertainment and evaluation of students’ academic achievement
(change system during FY 2015)
○ Promote transfer to university (change system during FY 2015)
○Promote autonomous and collaborative learning geared toward discerning and
resolving problems; improve the qualification and ability of high school teachers (to
be implemented promptly)
16
高大接続改革に向けた工程表 FY 2014 FY 2015 FY 2016
FY
2017 FY 2020 –
Rev
ision
of in
div
idu
al
selectio
n b
y ea
ch
un
iver
sity Act
amendme
nt
Admission
policies
clarified
Ap
plic
an
ts’ aca
dem
ic sk
ills eva
lua
tion
test (te
nta
tive)
Hig
h sch
oo
l ba
sic a
ca
dem
ic
ach
ievem
en
t test (te
nta
tive)
FY
2018 FY 2019
Discussion on “Policies for
implementation of new
tests” *Contents and coverage of the tests,
contents of pre-tests, schedule until
formal implementation, etc.
Introduction of High school basic
academic achievement test
(tentative) Contents to
be
implemente
d
Implementatio
n body
Act amendment necessary
for establishment of the
implementation body of
the new test
Establishment/operation
of the implementation
body
Discussion on “Outline for
implementation” (specific
contents of the new test)
*High school basic academic
achievement test (tentative)
Introduction of
Applicants’ academic
skills evaluation test
(tentative)
Refo
rm o
f
un
iver
sity
edu
catio
n
Qualitative
transfer of
university
education
Corresponds to new Course of Study
from FY 2024
*Along with act amendment, enhance evaluation of selection of university entrants and disclosure of information through coordination with relevant
organizations
Three policies are required
Creation/provision of
guidelines
Creation/provisi
on of draft
Deliberation at
CCE
*Target genre/subject, framework for “genre-
based”, “cross-genre/subject” and
“comprehensive” tests, accumulation of
questions, method for introduction of written
exam, method for introduction of CBT, how
to display the results, etc.
Discussion by experts’ panel
Discussion on functions and
roles of the implementation
body of the new test
*Admission policies, diploma policies, and curriculum policies
Fulfillment of supporting system for president of universities such as mandatory SD
Clarification of admission policies in every university
Qualitative transfer of education in every university *Admission policies, diploma
policies, and curriculum policies
Esta
blish
men
t/disc
losu
re
Esta
blish
men
t/dis
clo
sure
Refo
rm o
f hig
h sch
oo
l
edu
catio
n
Revision of
Course of
Study
Co
nsu
ltation
Rep
ort
An
no
un
ce
men
t Thorough
publication
Improvement of
quality and
ability of teachers
Fulfillment of growth/adoption/training of teachers based
on reform of the system
*Schedule concerning revision of Course of Study shown above is an image based on the past revision schedule for high schools.
Creation, reviewing, adoption
and provision of textbooks, Begin implementation
from FY 2022
Fulfillment of
learning/instructi
on method
Discussion on growth/adoption/training of
teachers at Committee on Teacher Training of
CCE
Preparation/implementa
tion of pre-test, results
and tasks
understood/analyzed
Reform of system based
on results of discussion at
CCE
Explicitly describe selection of
entrants in the evaluation of
accreditation
Council at CCE
Policies and measures necessary for fulfilling students’ independent/cooperative learning/instruction methods for finding out and solving tasks.
To be implemented from FY 2015 including existing approaches.
Three policies are required
Time schedule for connections between high schools and universities
17
Discussion on “Outline
for implementation”
(specific contents of
the new test) *Applicants’ academic skills
evaluation test (tentative)
Esta
blish
men
t/dis
clo
sure
18
G7 Kurashiki Education Ministers’ Meeting in Okayama
May 13(Fri.), 2016 − May 15(Sun.), 2016
Kurashiki City, Okayama Prefecture
【Member of Countries / Region】 Japan, Italy, Canada, France, USA,
UK, Germany, EU
【Observers】 OECD, UNESCO
Ministers’ Meeting, Open Symposium,
Official Dinner, Excursion, etc.
Date
Location
Participating countries
Contents
Meeting theme
（Aims） Globalization and technological innovations have brought about
significant structural changes in the societies, economies, and
industries of nations around the world, while also stimulating
increasing contact among people with different social and cultural
backgrounds. The purpose of the meeting will be for the participating
countries to offer their views on the qualities, capabilities, and
competencies required in this new era when co-existence and
collaboration among persons with diverse backgrounds are
becoming increasingly important, with the aim of sharing their best
practices on measures and methods for fostering these abilities and
discussing paradigms for the international cooperation in the new era
for the realization of “Innovation in Education”.
（Draft Agenda） Session1：Qualities and capabilities required in the new era and
the role that education should play Session2：Progressive approaches to the new learning Session3：Paradigms for international cooperation in the new era Session4：Wrap-up session
Innovation in Education
From “Comments on the Course of Study: Comprehensive Lesson”
■ Students direct their
attentions to daily life or
society and they set their
themes by themselves.
■ Experience through the process of
exploration
① Setting a theme
② Collect information
③ Organize/analyze information
④ Summary/expression
■ Their own ideas and themes
are newly updated and the
exploration process is
repeated.
(Reference) How students learn in Exploratory Lesson
in the Comprehensive Lesson
19
Setting a theme
Summarize/express Collection of information
Organize/analyze
